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Virtual Instructional Coaching: Breaking Down Barriers to Teacher Learning

Wednesday
3:45 PM - 4:45 PM
Regency C

Instructional coaching is a practice with the potential to bridge the gap between theory and practice and ensure all students gain access to high-quality instruction. However, in geographically and otherwise isolated areas, instructional coaching often seems out of reach and impossible to implement. Dr. Myers and Dr. Rowland have been studying a virtual instructional coaching model that could provide all teachers the opportunity to engage in job-embedded, ongoing, sustained, context-considerate, personalized professional learning focused on student learning needs. During this session, participants will learn about the virtual coaching model being implemented, view preliminary data, engage with coaching session transcripts, and discuss with other participants what professional learning barriers still need to be addressed.

Session Topics: 
Instructional Coaching
Blended/Virtual/Online Learning

HLPs Relevant to this session

Special Education HLPs: 
HLP1 Collaboration: Collaborate with professionals to increase student success
HLP2 Collaboration: Organize and facilitate effective meetings with professionals and families
HLP 5 Assessment: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs
HLP 6 Assessment: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes
HLP 11 Instruction: Identify and prioritize long and short term learning goals
HLP 18 Instruction: Use strategies to promote active student engagement
General Education HLPs: 
HLP 2: Explaining and modeling content, practices, and strategies
HLP 4: Diagnosing particular common patterns of student thinking and development in a subject-matter domain
HLP 5: Implementing norms and routines for classroom discourse and work
HLP 6: Coordinating and adjusting instruction during a lesson
HLP 8: Implementing organizational routines
HLP 13: Setting ling and short term learning goals for students
HLP 14: Designing single lessons and sequences of lessons
HLP 16: Selecting and designing formal assessments fo student learning
HLP 17: Interpreting the results of student work, including routine assignments, quizzes, test, projects, an standardized assessments
HLP 19: Analyzing instruction for the purpose of improving it

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